Speech
The Secretary of State speaks to the Brighton conference on setting higher expectations for every child.
Parents, it is sometimes alleged, don’t want choice in education. Well, many of us here are parents, so let me pose some choices.
You come home to find your 17-year-old daughter engrossed in a book. Which would delight you more - if it were Twilight or Middlemarch?
You see your son is totally absorbed, hunched over the family laptop. You steal a look over his shoulder - and what would please you more - to see him playing Angry Birds, or coding?
Your son says he wants to spend more time with one particular group of friends. Which would be more inspiring - because he wants to improve his pool or because they’re in the cadets and he wants to join?
Your daughter says she wants to compete with the very best, but which is more wonderful - on Big Brother or at the Rio Olympics?
False choices? I suspect those of us who are parents would recognise that there are all too many children and young people only too happy to lose themselves in Stephanie Meyer, while away hours flinging electronic fowl at virtual pigs, hang out rather than shape up and dream of fame finding them rather than them pursuing glory.
And I also suspect that all of us who are parents would be delighted if our children were learning to love George Eliot, write their own computer programmes, daring to take themselves out of their comfort zone and aspiring to be faster, higher or stronger.
Unless, of course, we write for Guardian Education.
Because it is natural for parents to want their children to be happy, fulfilled and successful. Not in a narrow material sense. But through the development of their natural curiosity, talents and potential.
It is natural for any of us to feel a sense of pride at our child’s graduation, passing out parade or personal best.
We all harbour high hopes for our own children, and we know they are happiest when they succeed in any endeavour beyond their own expectations.
R.H. Tawney, the great progressive thinker, argued that, ‘what a wise parent would wish for their children, so the State must wish for all its children.’
And that is why, under this government, the Department for Education is setting higher expectations for every child. Because that is what parents want. It is what makes children happier by introducing them to levels of accomplishment they may never have envisaged. And it is what the overwhelming majority of teachers - who believe in the nobility of their vocation - are doing every day.
But what makes the setting of higher expectations more difficult is the culture of excuses and low aspirations which some in the education establishment still defend.
Most recently we had 100 academics from university departments of education writing to a newspaper objecting to the new draft national curriculum. Their concerns? The curriculum expected too much of young people, too young and by seeking to get children to know more, they would enjoy themselves less.
The assumption lying behind the letter was that the level of aspiration embodied in the current curriculum, its associated teaching methods and our national examinations was already high enough.
Well, that is not an assumption I share.
As Dr Johnson once observed of two women arguing from the windows of houses on opposing sides of a street - ‘they will never agree, Boswell, because they are arguing from different premises’.
And I have a different starting premise from those 100 academics who are so heavily invested in the regime of low expectations and narrow horizons which they have created.
I believe we need to ask more - much more - of our education system.
Let’s begin with English.
Earlier this week one of our best-loved writers - certainly in the eyes of my daughter - regretfully acknowledged a terrible truth about English students.
Jacqueline Wilson revealed that the fan letters she received from English boys and girls were invariably worse-written than letters from foreign students. Fans from abroad, she said, would apologise for their poor English. But their English was better than the English of the English.
Jacqueline Wilson is not - by any measure - a reactionary nostalgist in the republic of letters. Her work deals - unsparingly and in detail - with divorce, mental illness, life in the care system and growing up poor. We’re not talking pixies dancing under the Faraway Tree, here.
But despite - indeed perhaps because of - her interest in the real lives of today’s children, rather than the imagined existences adults conjure for them, she chose to speak out about one of the scandals of our times.
As have other children’s writers - such as Susan Hill - who are also eloquent in their concern about the failure of so many young people to use the English language with confidence.
Why is it that after seven years of compulsory schooling, one in seven children still can’t read and write properly?
Why are there around 500 primary schools where more than a third of children can’t read and write properly?
It is not as though the level of literacy we expect at age eleven is impossibly demanding.
Under the system - as currently constituted - you’re assessed to be scoring well if you get what’s called a level 4 in English at the end of primary school.
But even this - supposedly secure - foundation isn’t anywhere near good enough. Nearly a third of children who get at least a good level 4 in English and maths fail to go on to secure five A*- C passes including GCSE English and maths - the minimum level of literacy and numeracy required for future employability.
We’ve taken action to deal with this scandal.
We’ve introduced a screening check at the age of 6 to make sure children are recognising and blending letter sounds to read words fluently. It’s designed to help identify those who may have reading difficulties and ensure they are supported in their reading.
In the trial we ran, more than a third of teachers said it had helped them identify issues they would not otherwise have spotted.
But the usual suspects in the unions objected to this means of raising expectations at the start of primary school. Just as they have objected to our desire to ensure that children are properly literate at the end of primary school.
We are introducing a basic test of competence in spelling, punctuation and grammar at the end of primary school.
But again the unions - and their allies - have objected to the suggestion that 11-year-olds should be able to spell words in Standard English, use full stops and commas with confidence, or deploy adverbs appropriately.
One of the critics - Michael Rosen - attacked the proposed assessment in his column, ‘Letter from a curious parent’, in the Guardian.
Mr Rosen criticised the test on the basis that there was no such thing as correct grammar, but if you were perverse enough to want to ensure children knew how to use Standard English you could of course devise some form of assessment. However, such a test was only ever accessible to a minority because when a comparable test of grammatical knowledge existed in the past, only a minority of students passed that. So this new test was clearly a fiendish exercise to brand hundreds of thousands of children as failures so that they were reconciled to a future of supine wage slavery.
I could argue that nothing is more likely to condemn any young person to limited employment opportunities - or indeed joblessness - than illiteracy. I could point out that the newspaper Mr Rosen writes for has a style guide, a team of trained sub-editors and a revise sub-editor as well as a night editor and a backbench of assistant night editors to ensure that what appears under his - and everyone else’s - byline is correct English. I could observe that it was a funny form of progressive thinking that held that the knowledge which elites have used to communicate with confidence and authority over the years - and which they pay to ensure their children can master - should be denied to the majority of children.
But I will abjure such Ciceronian rhetorical tricks.
And quote instead from John Blake of Labour Teachers. He said Michael Rosen’s column should be renamed ‘Letter from a conspiracy theorist’ and was ‘basically an argument that poor kids can’t possibly learn to write properly’.
Which strikes me as a fair summary. And a revealing insight into the depth of the low expectations on one side of the education debate.
But what is equally revealing - and much more optimistic - is that the person calling out Michael Rosen is not a Tory MP or a conservative commentator but a teacher - a Labour teacher.
And the reason why I am confident that we can set higher expectations for our children is because there is a culture of higher and higher expectations now being driven in more and more classrooms by the best young generation of teachers ever.
Teachers like those working in the London Academy of Excellence - established by Brighton College and its partners to ensure more disadvantaged children from the poorest parts of London made it to elite universities.
Or those at Ark’s King Solomon Academy, also in one of the poorest parts of London, where all children - all children - are expected to read the Bible, Jane Austen, Shakespearean pastoral comedy such as As You Like It, a Shakespearean tragedy and Primo Levi alongside George Orwell, Aldous Huxley, William Golding, Erich Maria Remarque and Malcolm Gladwell.
And if you think that reading list is at the upper end of expectations, then consider what they teach at Barnes Primary School and Thomas Jones Primary - with one of the most disadvantaged intakes in London.
At Barnes students in year 5 - aged 9 or 10 - study Shakespeare’s Julius Caesar and read works by Beverley Naidoo, Leon Garfield, Neil Gaiman and Ian Seraillier, Elizabeth Laird and Antoine de Saint-Exupery.
In year 6 - aged 10 or 11 - they study the Edwardian ballad The Highwayman by Alfred Noyes, Street Child by Berlie Doherty, Dickens’ A Christmas Carol, Macbeth, Ted Hughes, Philip Pullman’s Northern Lights and Kevin Crossley-Holland’s translation of Beowulf.
At Thomas Jones - where a majority of students come from homes where English is not spoken as the first language - they set an even more ambitious range of texts to study in Year 6 - including not just Pullman, Golding, Oscar Wilde, Kenneth Grahame and both A Christmas Carol and Oliver Twist, but also Julius Caesar, Romeo and Juliet, Macbeth and The Tempest as well as poems by William Blake, Rupert Brooke, Philip Larkin, W.H. Auden, T.S. Eliot, Matthew Arnold, Tennyson and a Shakespeare sonnet.
This level of ambition - set and achieved by teachers without any direction by government or its agencies - is all the more impressive when you consider how relatively low expectations have been set in our existing national examinations.
In the most recent year for which we have figures almost 280,000 candidates studied a novel - one novel - for the AQA GCSE. The overwhelming majority - more than 190,000 - studied Of Mice and Men. The overwhelming majority of the rest studied other 20th century texts including works such as the Lord of the Flies which - we should note - are considered appropriate for primary children in the best schools. The numbers studying novels written before 1900 are tiny in comparison - 1,236 studied Pride and Prejudice, 285 Far From The Madding Crowd and 187 Wuthering Heights. Added together that is fewer than 2,000 candidates - less than 1% of the total.
The situation is even worse in drama. 16,929 candidates chose An Inspector Calls, 991 Pygmalion and 563 Hobson’s Choice. All great plays - but all written in the 20th century - indeed in the case of Priestley’s classic first performed after the end of the Second World War. Just one candidate out of more than 18,000 chose to study a pre-twentieth century play - She Stoops to Conquer.
Of course AQA are not the only board offering an English Literature GCSE.
Edexcel also offer English Literature GCSE. And they have a different record from AQA. Not a single one of their candidates studied a pre-20th century novel or play.
When our exams are still pitching expectations so low it is no surprise that reform-minded teachers want change.
I was delighted to read one English teacher in the TES recently - Amy Winston - welcome the more stretching content in the new national curriculum for English. She particularly approved of the expectation that all students should study Romantic Poetry. And I am delighted by the prospect of more students enjoying the opportunity to get to know Keats, Byron, Shelley and above all Wordsworth.
But I acknowledge not every teacher is as sanguine as Amy Winston. Another influential English Teacher, Joe Kirby, has taken me to task in his well-read blog ‘Pragmatic Education’
He argues ‘the secondary curriculum in English schools is not strong enough to raise the bar and close the gap in GCSE attainment. Its lack of substance and specificity since 2007 has played a part in the neglect of rigour: neither the 2007 nor the proposed 2014 English curriculum specifies a single literary text.’
I have to weigh carefully the concern from a gifted and idealistic young teacher that we are not being rigorous enough and we should consider specifying more content. We are currently reflecting on all the arguments made in our consultation on the new curriculum. But I take particularly seriously the concerns idealistic and ambitious teachers such as Joe Kirby have about the teaching practices which our current examination system encourages.
He, and many others, are deeply worried about what he calls, ‘the enacted school curriculum: what actually gets taught in classrooms.’
‘Schemes of work in schools,’ he explains, ‘are admired based on how relevant and engaging they are as opposed to how rigorous and challenging they are. In principle, there is no trade-off between relevance and rigour; in practice, there is all the difference in the world: the difference between teaching transient vampire books or transcendent Victorian novels.’
Kirby is right - Stephenie Meyer cannot hold a flaming pitch torch to George Eliot. There is a Great Tradition of English Literature - a canon of transcendent works - and Breaking Dawn is not part of it.
Kirby’s challenge to us in government is clear. And it is reinforced by the arguments of other influential teacher-bloggers like Andrew Old and Matthew Hunter. Our new draft curriculum, criticised by the unions and their allies for being too specific and too content heavy may actually - in some areas - not be specific and content-rich enough.
The one area of the national curriculum which has come under heaviest criticism from the unions and their allies for packing in too much content has - of course - been the history curriculum.
I’m not surprised by the intensity of the criticism. As my old friend Kenneth Baker also found out, there is no part of the national curriculum so likely to prove an ideological battleground for contending armies as history.
There may, for all I know, be rival Whig and Marxist schools fighting a war of interpretation in chemistry or food technology but their partisans don’t tend to command much column space in the broadsheets or get onto Start The Week.
Whereas historians - and indeed commentators and politicians and ideological pressure groups - all find it easy to get a platform if they can contribute to the debate about what our schools should teach about who we are as a nation.
I have enjoyed reading - and hearing from - the different partisans. Those distinguished voices like Richard J Evans, David Priestland and David Cannadine who have, to various degrees, been critical. As well as those equally distinguished voices such as JCD Clark, Jeremy Black, Anthony Beevor, David Abulafia, Niall Ferguson, Simon Jenkins, Andrew Roberts, Amanda Foreman, Simon Sebag-Montefiore, Chris Skidmore, David Starkey and Robert Tombs who have been, to various degrees, supportive. And I have particularly enjoyed listening to my friend and colleague Tristram Hunt who has, in various degrees, at various times, been both supportive and critical.
But what has - to an extent - been missing from this debate is an appreciation of how history is being taught in many of our schools now. In particular, the teaching practice which constitutes what Joe Kirby calls ‘the enacted school curriculum - what actually gets taught in classrooms.’
And here the reality is - if anything - even more concerning that what the exam system has done to English.
Take the lesson plans outlined in Primary History - the journal of the Historical Association. These are not marginal influences on classroom practice. These are the resources produced by the most influential subject association which speaks for history teachers.
In their Autumn 2012 issue of Primary History, the Historical Association suggest students learn about the early Middle Ages by studying the depiction of King John as a cowardly lion in Disney’s ‘Robin Hood’. If that proves too taxing then they are asked to organise a fashion parade or make plasticine models.
Alternatively, students can help create ‘an interactive powerpoint based on well-known animated aquatic characters: for example, Nemo’. Or if Disney’s clown fish is an inappropriate subject for reflection, then teachers can turn to guidance on ‘Primary pedagogy and interactive power point’ where it is suggested that a project about rail travel, should focus on the - no doubt - highly influential historical character of George Stephenson’s friend, Eddy the Teddy.
If finding out about Nemo and investigating Eddy prove too much then there are other approaches which are encouraged.
Students are invited to become ‘history detectives’. Which sounds potentially promising. But the lesson plan outlined doesn’t actually involve any real history, just pretend detective work. Students are asked to investigate the death of a fictional ‘John Green’ by drawing up a ‘cunning plan’ which involves asking to study up to three clues.  Maybe Mr Green was killed in the library with a candlestick by Professor Plum. Or maybe proper history teaching is being crushed under the weight of play-based pedagogy which infantilises children, teachers and our culture.
It would be bad enough if this approach were restricted to primary schools. But even at GCSE level this infantilisation continues. One set of history teaching resources targeted at year 11s - 15- and 16-year-olds - suggests spending classroom time depicting the rise of Hitler as a ‘Mr Men’ story.
If I may quote - ‘The following steps are a useful framework: Brainstorm the key people involved (Hitler, Hindenburg, Goering, Van der Lubbe, Rohm…). Discuss their personalities / actions in relation to the topic. Bring up a picture of the Mr Men characters on the board. Discuss which characters are the best match.’
I may be unfamiliar with all of Roger Hargreaves’ work but I am not sure he ever got round to producing Mr Anti-Semitic Dictator, Mr Junker General or Mr Dutch Communist Scapegoat.
But I am familiar with the superb historical account Richard J Evans gives of the rise, rule and ruin of the Third Reich and I cannot believe he could possibly be happy with reducing the history of Germany’s darkest years to a falling out between Mr Tickle and Mr Topsy-Turvy.
There’s been passionate - and welcome - debate about what should be in - or out - of the national curriculum. There are criticisms flying about the absence of Voltaire or a failure to give due prominence to the Manchu acquisition of the Mandate of Heaven. These complaints sit alongside, or come from the same quarters, as criticisms about the inclusion of the Anglo-Saxons or Oliver Cromwell. But in this debate there is precious little attention given to what has actually gone wrong in too many of our classrooms.
The draft history curriculum is a direct attempt to address the failure - over generations - to ensure children grow up knowing the story of our islands. It is inspired by existing good practice in the best schools - state and independent. Whether it’s the curriculum developed here in Brighton College to give students an holistic understanding of our history, geography and culture or the content-rich core knowledge history curriculum of Pimlico Academy, there is ample evidence, generated by great teachers, that facts, stories, chronology, a connected narrative and a focus on great men and women can inspire and engage students of all backgrounds.
And while some good individual points have been made by constructive critics of our draft, I have to record that, amidst all the debate which the draft history curriculum has stimulated, no coherent single alternative model has emerged as a superior rival.
I will, of course, weigh carefully all the submissions we’ve received about how the curriculum might be improved. But it won’t be improved by taking out Clive of India and Wolfe of Quebec and replacing them with Eddy the Teddy and Finding Nemo.
And, of course, whatever changes we make to the set of documents we call the national curriculum to generate higher expectations, we must also ensure we align all the influences on what is actually taught - the enacted curriculum - to reinforce this culture of greater ambition. That means ensuring Ofsted inspections and GCSE examinations reinforce a drive for higher standards.
Sir Michael Wilshaw has already taken a series of important steps to entrench higher expectations - with his new inspection framework placing much more emphasis on high-quality teaching. He has also made luminously clear that the explicitly didactic and determinedly academic teaching methods which - shamefully - were considered poor teaching practice by Ofsted in the past are now welcome back. The only criterion that counts is pupils making progress.
I have myself seen far too many lessons where teachers have felt they need to conform to an outdated model of how children learn. Teachers have felt they need to organise group work in which students talk to each other rather than learn from their teacher or texts. Worksheets, extracts and mind maps replace whole books, proper sources and compelling conversation. Young people on the verge of university study are treated as though they have the attention spans of infants.
This approach is not just constricting the initiative and talent of great teachers by diminishing the power of teaching, it also runs counter to the very best recent research on how children learn. The work of the best cognitive scientists, such as Daniel T. Willingham, emphasise the importance of teachers using gripping narratives to hold attention, underline the power of memorisation as a precondition of understanding, and stress that it is through the accumulation of factual knowledge that the conditions are created for creative and critical thinking.
So if your school, or you as a teacher, are told that your lesson must conform to a particular pattern to pass muster with the inspectors, just say ‘no’. Because Sir Michael could not be clearer - you are free to teach as you wish - the only thing that matters is that students learn.
And we have taken every step we can so far to free teachers from the constraints of outdated curricula and old-fashioned teaching methods. That is why we have disapplied - in other words, abolished - the national curriculum programme of study in ICT.
It was a boring set of documents that encouraged boring teaching of boring tasks in a field which should be one of the most exciting in education. The ICT curriculum we inherited was a tedious run-through the use of applications which were becoming obsolete even as the curriculum was being written. For children who have become digital natives and who speak fluent technology as an additional language, the ICT curriculum was clearly inadequate.
So we have ditched it. And in its place we have asked teachers, tech experts and tech companies to draw up an alternative computer science curriculum which teaches children how to code - so they can design new applications instead of simply being asked to use tired old software.
Thanks to the work of Ian Livingstone, the British Computer Society and gifted teachers across the country excitement - and innovation - are returning to one of the most important - and testing - intellectual disciplines in modern education.
Technology will change our lives in ways we cannot anticipate in the years to come, and it will certainly transform teaching as the revolution in higher education is proving.
But one thing we can be certain of is that the acquisition of coding skills, the ability to think computationally, and the creativity inherent in designing new programmes will help prepare all our young people better for the future. It will be impossible to call yourself educated in years to come unless you understand, and can influence, the changes technology brings.
And I also think it will be impossible to consider any education system - or school - fit for the modern world if it does not provide a clear pathway to high-quality technical and vocational study.
And high quality is the crucial qualifier.
Because our biggest problem in vocational and technical education has not been lack of money, an absence of political attention, or a shortage of pious appeals to establish parity of esteem.
Look at how well equipped many of our further education colleges are. Consider how much ministerial and administrative energy has been devoted to making and remaking agencies to supervise vocational education - from the MSC through to TECs and then the LSC followed by the YPLA and SFA and now the call to give LEPs a bigger role. And read back through the many, all too many, ministerial speeches when politicians talk about the importance of vocational education and promise to make people respect it more.
But the central problem with vocational education was never addressed.
Many vocational qualifications were not respected because they were not as rigorous as academic qualifications. Genuinely high-quality technical and vocational courses - such as the apprenticeships offered by organisations such as BAE or Rolls-Royce - have always been over-subscribed. Colleges which offer genuinely demanding courses in areas which the economy needs such as cooking or construction enjoy no shortage of applications.
Sadly, however, there have been far too many qualifications which were badged as vocational which were of marginal value to the students who acquired them. As Alison Wolf pointed out in her ground-breaking report on vocational education - far and away the best thing ever written on the subject - under the last government hundreds of thousands of students received little or no benefit from vocational qualifications which had little or no labour market value.
The last government lied to students. It told them the courses they were studying would prepare them for the world of work. It congratulated itself on the number securing passes. But the truth, as Professor Wolf pointed out, was that. ‘Many of England’s 14- to 19-year-olds’ did not ‘progress successfully into secure employment or higher level education’ because they had been denied ‘the skills that will enable them to progress’.
Many of these qualifications were judged as ‘worth’ two or more GCSEs but they had no proper, rigorous, external assessment and required no demonstration of mastery of any skill directly applicable to the workplace.
The only way to rescue vocational education from its devaluation has been to make vocational qualifications more rigorous. That is what we have done - following Professor Wolf’s lead by counting only rigorous vocational qualifications in school performance tables, making apprenticeships more demanding and introducing a new - explicitly aspirational - measure of vocational accomplishment: the technical baccalaureate.
I apply to vocational education the same principles I apply to academic education - we should be setting expectations higher, demanding greater rigour, applauding genuine effort.
And I also apply those principles to the other element I count as essential in a rounded education - the development of character.
I don’t believe any person is truly educated unless they have learnt self-discipline, self-control, self-reliance, respect for others, how to work in a team, how to defer gratification, how to cope with reverses and the importance of service to others.
I don’t believe you can create a national curriculum programme of study in building character. Nor should we attempt to test, measure, or direct how character is developed. Indeed if the state were to prescribe how individuals were to become self-reliant and self-disciplined then we would be disappearing up our own oxymoron.
But just because the state should not dictate that does not mean we should be silent. We need to support schools in the many different ways they choose - every day - to develop and build the character of their pupils.
That can sometimes mean getting the state out of the way.
Removing the absurd health and safety rules which prevent students going on expeditions or enjoying work experience.
Overhauling the CRB regime which makes enlisting volunteers to help with competitive sports more difficult.
Getting rid of the rules which limit the length of the school day and term and so make it more difficult to provide drama, musical performance, debating, chess, dance and sport alongside the core academic curriculum.
It can also mean knocking heads together.
Working with the MoD and independent schools to get more cadet forces in state schools.
Providing funding for charities like Debatemate which can then work with philanthropic sponsors to get debating going in state schools.
Or getting county sports partnerships and sport governing bodies to see the potential to foster more competitive sport in the additional PE funding we’re providing to primary schools.
But above all it means recognising that character is learnt from observing, and emulating, admirable adult role models. That is why we are giving more power to heads to demonstrate leadership in their own schools.
It’s also why we’ve strengthened the hand of heads and teachers when it comes to enforcing discipline and attendance. And it’s why I want to ensure we attract even more talented and idealistic people into teaching
I have a clear view of what an educated person should be - literate, numerate, historically aware, culturally curious, engaged by science and technology, aware of the demands of the workplace, ready to take their place as an active citizen in an open democracy.
I will - as long as I am in this office - argue that our expectations in each of these areas should be higher - for all our children. But in my ideal education system the requirement for me - or any politician - to enter this debate should recede over time.
Because I want the loudest - and clearest - voices demanding higher educational standards to come, increasingly, from teachers.

I am delighted that there are so many examples of teachers leaving politicians behind in the race for higher standards.
I admire what Richard has done here - by setting higher expectations in the study of our past and culture than any politician has. I am in awe of the achievements of schools such as Thomas Jones and Barnes Primary. I applaud the challenge a former Brighton College head, Anthony Seldon, has laid down to expect more from schools than just academic excellence.
And I celebrate the growing attention given to advocates for excellence like John Blake, Andrew Old, John Kirby and Matthew Hunter who speak for the emerging majority of aspirational and idealistic teachers dedicated to higher standards. They have much more to contribute to our children’s future - in every way - than the tired union agitators whose melancholy long withdrawing roar we still hear - amplified by the media - every Easter.
And thanks to the changes another great teacher, Charlie Taylor, is making to teacher training and the hopeful signs which suggest a new Royal College of Teaching would rigorously police standards, there are many reasons for optimism.
There is still some way to go, of course.
As long as there are people in education making excuses for failure, cursing future generations with a culture of low expectations, denying children access to the best that has been thought and written, because Nemo and the Mister Men are more relevant, the battle needs to be joined.
But the people who will win it are teachers, and that is why it is so encouraging that so many, including all of you here, are fighting for our children’s future with such passion.
Published: 9 May 2013


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SUBROUTINE DPBEQU( UPLO, N, KD, AB, LDAB, S, SCOND, AMAX, INFO ) * * -- LAPACK routine (version 3.1) -- * Univ. of Tennessee, Univ. of California Berkeley and NAG Ltd.. * November 2006 * * .. Scalar Arguments .. CHARACTER UPLO INTEGER INFO, KD, LDAB, N DOUBLE PRECISION AMAX, SCOND * .. * .. Array Arguments .. DOUBLE PRECISION AB( LDAB, * ), S( * ) * .. * * Purpose * ======= * * DPBEQU computes row and column scalings intended to equilibrate a * symmetric positive definite band matrix A and reduce its condition * number (with respect to the two-norm). S contains the scale factors, * S(i) = 1/sqrt(A(i,i)), chosen so that the scaled matrix B with * elements B(i,j) = S(i)*A(i,j)*S(j) has ones on the diagonal. This * choice of S puts the condition number of B within a factor N of the * smallest possible condition number over all possible diagonal * scalings. * * Arguments * ========= * * UPLO (input) CHARACTER*1 * = 'U': Upper triangular of A is stored; * = 'L': Lower triangular of A is stored. * * N (input) INTEGER * The order of the matrix A. N >= 0. * * KD (input) INTEGER * The number of superdiagonals of the matrix A if UPLO = 'U', * or the number of subdiagonals if UPLO = 'L'. KD >= 0. * * AB (input) DOUBLE PRECISION array, dimension (LDAB,N) * The upper or lower triangle of the symmetric band matrix A, * stored in the first KD+1 rows of the array. The j-th column * of A is stored in the j-th column of the array AB as follows: * if UPLO = 'U', AB(kd+1+i-j,j) = A(i,j) for max(1,j-kd)<=i<=j; * if UPLO = 'L', AB(1+i-j,j) = A(i,j) for j<=i<=min(n,j+kd). * * LDAB (input) INTEGER * The leading dimension of the array A. LDAB >= KD+1. * * S (output) DOUBLE PRECISION array, dimension (N) * If INFO = 0, S contains the scale factors for A. * * SCOND (output) DOUBLE PRECISION * If INFO = 0, S contains the ratio of the smallest S(i) to * the largest S(i). If SCOND >= 0.1 and AMAX is neither too * large nor too small, it is not worth scaling by S. * * AMAX (output) DOUBLE PRECISION * Absolute value of largest matrix element. If AMAX is very * close to overflow or very close to underflow, the matrix * should be scaled. * * INFO (output) INTEGER * = 0: successful exit * < 0: if INFO = -i, the i-th argument had an illegal value. * > 0: if INFO = i, the i-th diagonal element is nonpositive. * * ===================================================================== * * .. Parameters .. DOUBLE PRECISION ZERO, ONE PARAMETER ( ZERO = 0.0D+0, ONE = 1.0D+0 ) * .. * .. Local Scalars .. LOGICAL UPPER INTEGER I, J DOUBLE PRECISION SMIN * .. * .. External Functions .. LOGICAL LSAME EXTERNAL LSAME * .. * .. External Subroutines .. EXTERNAL XERBLA * .. * .. Intrinsic Functions .. INTRINSIC MAX, MIN, SQRT * .. * .. Executable Statements .. * * Test the input parameters. * INFO = 0 UPPER = LSAME( UPLO, 'U' ) IF( .NOT.UPPER .AND. .NOT.LSAME( UPLO, 'L' ) ) THEN INFO = -1 ELSE IF( N.LT.0 ) THEN INFO = -2 ELSE IF( KD.LT.0 ) THEN INFO = -3 ELSE IF( LDAB.LT.KD+1 ) THEN INFO = -5 END IF IF( INFO.NE.0 ) THEN CALL XERBLA( 'DPBEQU', -INFO ) RETURN END IF * * Quick return if possible * IF( N.EQ.0 ) THEN SCOND = ONE AMAX = ZERO RETURN END IF * IF( UPPER ) THEN J = KD + 1 ELSE J = 1 END IF * * Initialize SMIN and AMAX. * S( 1 ) = AB( J, 1 ) SMIN = S( 1 ) AMAX = S( 1 ) * * Find the minimum and maximum diagonal elements. * DO 10 I = 2, N S( I ) = AB( J, I ) SMIN = MIN( SMIN, S( I ) ) AMAX = MAX( AMAX, S( I ) ) 10 CONTINUE * IF( SMIN.LE.ZERO ) THEN * * Find the first non-positive diagonal element and return. * DO 20 I = 1, N IF( S( I ).LE.ZERO ) THEN INFO = I RETURN END IF 20 CONTINUE ELSE * * Set the scale factors to the reciprocals * of the diagonal elements. * DO 30 I = 1, N S( I ) = ONE / SQRT( S( I ) ) 30 CONTINUE * * Compute SCOND = min(S(I)) / max(S(I)) * SCOND = SQRT( SMIN ) / SQRT( AMAX ) END IF RETURN * * End of DPBEQU * END


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Ready to try recipes again? Okay, I don't trust you, but okay.
Recipes.


This map marks cities with Syndicate Theaters in a given year, with dots sized by the number of venues. Selecting a year replots the map, removing, adding, or resizing cities if the number of theaters changed. Selecting a city to highlight it. Selected a year to list all theaters and their managers. If no year is specified, the list includes all theaters operated by the Syndicate during the period.
The Theatrical Syndicate, founded in 1896, was an alliance of theater operators and booking managers led by Charles Frohman, Al Hayman, Marc Klaw and Abe Erlanger, and Samuel F. Nixon and Fred Zimmerman. The Syndicate sought to monopolize theater bookings across the United States. They dominated the industry through the early 1900s. The Shubert Brothers, who combined aggressive tactics with a vertically integrated corporate structure, forced the Syndicate’s dissolution by 1910.
Monroe Lippman, “The History of the Theatrical Syndicate,” Ph.D. Diss., University of Michigan, 1937, and Dorothy Baker, “Monopoly in the American Theater,” Ph.D. Diss., New York University, 1962, are the two major studies of the Syndicate and their operations.
During the Syndicate era, manager Julius Cahn published a series of annual guides to the American theater. From 1898 to 1910, one section of Cahn’s Official Theatrical Guides listed all of the theaters controlled by the Syndicate.
This visualization is based on Cahn’s reports, which included only theaters under direct Syndicate control, and not the many theaters effectively under their influence. To see some of the Syndicate’s broader reach, return to the map and click on “Cahn Affiliates,” overlaying the 252 venues Julius Cahn booked in 1910.
To compare the Syndicate and Cahn’s affiliates to the larger theatrical network in 1910, click on “1910 Playing Points,” which plots the 2,496 North American cities with theaters listed in Cahn’s 1910 guide. (Some locations in Canada, Mexico, Cuba, and Hawaii that appear in Cahn’s guide are not visible here.)
| Venue | Manager |
|---|


Streaming Kernel Principal Component Analysis (SKPCA)
In this work, a new explicit kernel map called Explicit Cosine Map was proposed.
By combining this kernel and the βFD algorithm, a fast and accurate SKPCA algorithm was developed.
It was demonstrated to be more accurate than other previous algorithms in practice.
Dataset: PeMS, MNIST, ISOLET, HAR
Implementation done in: Python, Matlab
Software packages used: Scikit-learn, numpy
Preliminary experiments: In this work, various approximate kernel PCA (KPCA) methods such as the Nyström method, randomized nonlinear components analysis,
and random Fourier features (RFF) base streaming KPCA are used as feature extraction methods. The obtained features are then
used for classification tasks. A comparison of classification accuracy is done in order to determine the best approximate KPCA algorithm.
Paper


Interface for a simple data store where the root and subtables are nested Python dict objects.
 Notice that in this dict, subdictionaries can each be of arbitrary depth, and contain any data type that can be put into a dict. This example shows records 'sub1_a' and 'sub1_b' share the same structure, but different_sub1 contains different data types.
There are two related functions for retrieving records: filter_dict() and match(). Both approaches use user-defined lambda functions. The filter_dict() function is itself a generator function that operates on (key, value, parent_keys) tuples. This function therefore allows any of these values to be ignored and one can search for keys or values irrespective of their key associations.
The match() method permits multiple queries where a given key meets some condition. The key and the condition as a lambda function are provided in a tuple: ('key', lambda v: <some_operation_with_v>) where “some_operation_with_v” evaluates to True or False.
Filter a dict by some function on (key, value, parent_key) tuples.
| Parameters: |
|
|---|
EXAMPLES:
Retrieve a subdict that contains any value with 'ABCDEFG'. In this case, k and p in the lambda function are ignored.
filtered = dict(filter_dict(the_dict, lambda k, v, p: v=='ABCDEFG'))
Retrieve a subdict where the 'time_stamp' is greater than 30 days.
def date_filter(k, v, p):
return k == 'time_stamp' and \
(datetime.datetime.now() - v).days >= 30
filtered = dict(filter_dict(the_dict, date_filter(k, v, p)))
If a sub-key is not unique, then we can query the parent keys. In this case, p is a list of keys starting from the first sub-dict to the current key. Therefore, k == p[-1]. This example searches for string ‘ABCDEF’, but mandates that k == 'key_c_b' and the parent key is p == 'key_c'.
def f(k, v, p):
return k == 'key_c_b' and len(p) >= 2 and p[-2] == 'key_c'
filtered = dict(filter_dict(the_dict, f(k, v, p)))
Retrieve the root items of the_dict where nested keys match the conditions to some number of queries.
| Parameters: |
|
|---|---|
| Returns: | A sub-dict of the_dict where nested keys match the conditions to queries. The elements in the returned dict are copies of the_dict, which remains unaltered. |
EXAMPLES:
To search for records where 'key_a_a' == 2:
subdict = dictdb.match(the_dict, ('key_a_a',lambda v: v==2))
for key in subdict.keys():
print key
This should print sub2.
To make compound queries, pass a list of query-tuples.
subdict = dictdb.match(the_dict, [ \
('key_a_a',lambda v: v==2,['key_a']), \
('different_key_a_b',lambda v: sum(v)> 3,['different_key_a']) \
], \
mode='OR')
for key in subdict.keys():
print key
This should print sub2 and different_sub1_a.
In this case, each query is a list of 3-element tuples. The last element in the tuple specifies the parent dict of the particular key being searched for. This also makes an OR search of the terms.
For complex or custom data types and expressions, you can define your own function and pass that in as the second parameter in the query. The following example tests for a value in a list.
def my_func(x, y):
return isinstance(x, list) and y in x
subdict = dictdb.match(the_dict, \
('different_key_c_b', lambda v: my_func(v, 'b')))
for key in subdict.keys():
print key
Here is another example that retrieves records with a timestamp older than 30 days.
subdict = dictdb.match(the_dict, \
('time_stamp', lambda v: (datetime.datetime.now() - x).days >= 30))
for key in subdict.keys():
print key


A visualization of the global WiFi networks regarding security and other topics.
Wired Equivalent Privacy (WEP)
WEP was developed for wireless networks and accepted as a security standard in 1999.
As the computing power grew, its security gaps became easier to exploit.
Support for WEP was officially discontinued in 2004 due to these security gaps.
Wi-Fi Protected Access (WPA)
WPA succeeded WEP and replaced it for most wireless networks, even though it was still based on WEP.
The release of the protocol known as WPA2 was delayed, therefore a subset of the full release was published as WPA.
Wi-Fi Protected Access 2 (WPA2)
WPA2 succeeded WPA and includes all the features of the new security standard IEEE 802.11.
This encryption is currently the most widely used and is generally considered secure.
Wi-Fi Protected Access 3 (WPA3)
The goal of WPA3 is to improve and extend the security features of WPA2.
Both WPA2 and WPA3 will be available at the same time.
None
The access point has no encryption.
We calculated a score for each country. The score is based on the number of secure networks compared to the number of insufficiently protected networks.
We defined a network as secure, if the encryption is one of WPA3, WPA2 or WPA.
Classified as insufficiently protected are networks with WEP encryption or open networks.
Networks that have an unknown encryption are ignored.
Formula: score = ( ( (∑secure_networks / ∑all_networks - ∑insecure_networks / ∑all_networks) * 100 ) + 100 ) / 2.
This gives a score between 0 and 100.
| Score: 100 | Score: 50 | Score: 0 |
| All networks are secure. | There is an equal amount of secure and insecure networks. | All networks are insecure. |
Click on a country to see more details!


Volunteers sought for South Surrey tree-planting event
‘Releaf’ effort at Elgin Heritage Park set for 10 a.m. to noon in the 13500-block of Crescent Road
by Tracy HolmesVolunteers are sought for a planting event at Elgin Heritage Park in South Surrey tomorrow (Nov. 2).
The City of Surrey ‘Releaf’ event is set for 10 a.m. till noon in the 13500-block of Crescent Road.
“We’ll be planting approx. 500 trees and are wanting to spread the message to the community to come out with the family to help with the initiative,” Manraj Dosanjh, with event sponsor Zenterra Developments, told Peace Arch News by email Thursday.
According to information on the city’s website, volunteers with the Releaf program have planted more than 10,000 trees throughout Surrey since 1991.
READ MORE: Volunteers support Releaf project
“Every tree planted creates shade, improves air quality, provides food and shelter for wildlife, and boosts biodiversity in parks,” the website notes.
Public events are held every spring and fall, rain or shine. The city also offers opportunities for elementary and secondary students to get involved in park and boulevard plantings.
READ MORE: Chantrell Creek students plant 75 trees
Tools and refreshments will be provided at this weekend’s event.
For more information on the effort, call<PHONE_NUMBER> or email stewardship@surrey.ca


Howdy! I am Data Engineer at Catalyst Coop interested in using data to support urban planning decisions and our clean energy transition. Here is a link to my resume. This website showcases some of my projects. Enjoy!
I used data from Opportunity Insights and NYC Open Data to map and analyze the economic mobility of neighborhoods with new affordable housing stock. Since 2014, a quarter of new affordable units in NYC are in moderate to very high economic opportunity tracts, the rest being in very low and low opportunity tracts. The Github readme contains a description of my methods and findings. You can explore the data on this kepler.gl map.
Collate was an urban planning startup project for Cornell Tech’s startup studio course. Collate aimed to support real estate developers during the research-intensive rezoning environmental review process called CEQR by providing data and models required by CEQR.
This project taught me a lot about the urban planning procedures in NYC, and it introduced me to the world of urban planning tech. Here is a link to our pitch deck.
I contribute to the Property Tax map, which scrapes county tax assessors' websites to create an open-source data set of property tax data for almost all parcels in California. This data is important for researchers, policymakers, and individuals to understand California's outdated property tax policies.
I am inspired by the work at Opportunity Insights . They use data from multiple censuses to understand how the income of adult children compares to their parent's income. Using this data, they can accurately describe economic mobility between gender, race, and location. I performed my own analysis using their publicly available data. Here is a link to the git with my analysis and code.
Semantically Aware Objective Functions for Referring Expression Tasks is the culmination of a years work in PhD classes CS 6670 Computer Vision and CS 6784 Advanced Topics in Machine Learning taught by Professors Barath Harihardan and Kilian Weinberger respectively. I partnered up with two of my friends to improve on the Referring Expressions task. The task is as follows: given an image and a region of the image, generate an unambiguous expression. We greatly improved on our baseline by comparing the sementaic meaning of expressions during training.
For our Artificial Inteligence Practicuum, our team used Google Magenta's audio autoencoder to extract high quality features of a large music collection. We used these feature vectors to find an artist's "average song", perform analagous reasoning tasks such as Old Man - Neil Young + The Beatles = Julia and find the most similar and dissimilar artists. Here is a link to the report.
My interest in generative design and computer science lead me to the Jenny Sabin Design Lab at the end of my sophomore year. The lab encourages interdisciplinary collaboration among a small group of undergraduate architecture, computer science, electrical and materials engineers.
I worked closely with two architects developing software that permits architects to initialize and control dynamic fabrication environments with a 6 axis robot and arduino end effectors. We presented our accepted paper at Acadia 2018. This is a photo of a MOMA PS1 spool weaving end effector that uses a stepper motor and load sensor to maintain consistent tension.
I produced Unity simulations of kirigami geometry designed by the architects of the lab. We published a paper in SimAUD 2017 that explores the possibilities of kirigami geometry — folding with the addition of strategically placed cuts and holes — through simulation and kinetic and adaptive architectural assemblies. Download the paper here.
Some fun generative art I do with p5 and Processing. Enjoy!
I also like making things...


Contact Form
We would love to hear from you. You can send any queries, drop a mail or simply send some sweets. Feel free to write us. Any personal information will be treated with confidentiality.
The lifespan of Homo Sapiens is marked by the successive change of events beginning from gestation and ending in death. This cycle of life is completely inevitable. Forgetting this paramount message of life, the youth of our country is inclined towards treating their parents as a liability. Instead of preserving their parents as a valuable treasure, children often lead them to the doors of old age homes. Moreover, due to increasing population and Darwin’s Theory of “Survival of the fittest”, infants are left to die on the streets of social and mental abuse.  Project O.N.E. takes an initiative to meet these emotionally deprived grandparents and fellow beautiful creatures of God. The drive aims to cover the various states of our country. We wish to visit an old age home or an orphanage for a day and make it really special for them. We will travel these distances living a van life that means wherever we park, we make it our home. Conducting various fun games and activities, having tasty meals with them, listening to their stories and living their dreams, we might end up giving some direction to their lives. These old and new earthlings need affection, attention, and edification in order to live a happy life. Hence we call it ONE, which stands for Old and New Earthlings.
Delhi, Rajasthan, Gujrat, Maharashtra, Goa, Karnataka, Telangana, Madhya Pradesh, Uttar Pradesh
For an initiative to bring the change
Living in a rolling home
India, being the second most populous country, comprises of about 1.252 billion people. Our country has around 100 million elderly at present and the number is expected to increase by multiple folds. But sadly, out of every 10 elderly couples, more than 6 are forced to leave their homes by their offsprings. These emotionally destitute parents finally find some shelter in the old age homes. Additionally, 41% of the country constitutes of the population below 18 years of age. Approximately 20 million children are orphans. These completely helpless souls grow up in tough situations bearing all kinds of sexual, mental, physical and emotional abuse. Keeping these major social issues in our hearts, we have come up with the Project O.N.E (Old and New Earthlings). The aim of the drive is to spread the wave of love and affection all across the country. Through our 45 days long van life we would sprinkle the happiness and warmth across the various Old Age Homes and Orphanages. This would include various fun filled activities like Roller-skating and skateboarding Painting Projecting movies Photography Planting trees And much more.. Through this project, we wish to spread out the message that how a single well spent day can hold everlasting significance for them. This journey will also inspire people to live the van life and travel, leaving behind their mundane lives. Our caravan will start from Delhi. We will buy a van and transform it into our rolling home. The journey will then head towards Rajasthan, Gujrat, Maharashtra, Goa, Karnataka, Telangana, Madhya Pradesh and return back to Delhi via Uttar Pradesh. In Project ONE where we bring together our desire to wander, go distances, meet new people, connect with them and plant in them the seed of happiness. We will shoot our journey on a video camera and we aspire to make a documentary that would assist us in reaching out to more number of people and thus creating a vast impact.
“Giving is the very foundation of the world.” We present you with an opportunity to convert your compassion into action. Come, join hands with us for this noble cause and let's make this world a better place to live in.
We would love to hear from you. You can send any queries, drop a mail or simply send some sweets. Feel free to write us. Any personal information will be treated with confidentiality.
Telephone:(+91)<PHONE_NUMBER>
Email:
<EMAIL_ADDRESS>Website:
www.hopesinacaravan.com


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Dear Dry,
We hope to see you at the Women, Money, Power Summit next Tuesday, October 8 at the Capitol Hilton hotel in Washington, D.C. We’ll be speaking alongside some amazing feminist lawmakers, activists and leaders, like Congresswoman Carolyn Maloney, chief sponsor of the Equal Rights Amendment; Terry O'Neill, President of the National Organization for Women; Melanie Campbell, President and CEO of the National Coalition on Black Civic Participation; and Katherine Spillar, Executive Editor of Ms. magazine.
We know you don’t want to miss it! Dry, time is running out for you to register! We only have a few seats left, so please claim yours today. [ http://feministmajority.org/women-money-power/2013WomenMoneyPower/registration.htm ]
We’ll be speaking at our luncheon that afternoon as we honor three fearless trailblazing feminists: Congresswoman Rosa DeLauro, a champion for equal pay for women; Texas state Sen. Leticia Van de Putte, a courageous fighter for reproductive rights; and Barbara Arnwine, executive director of the Lawyer’s Committee for Civil Rights Under Law who is leading the charge for voters’ rights.
Our General Assembly Sessions throughout the day will focus on stopping the War on Women’s health, improving global reproductive family planning policies, ending violence against women and implementing the Affordable Care Act! We’ll also discuss new strategies to ratify both CEDAW and the Equal Rights Amendment.
For the full Summit agenda and registration information, visit the Women, Money, Power website [ http://feministmajority.org/women-money-power/2013WomenMoneyPower/registration.htm ]. Dry, please register today [ http://feministmajority.org/women-money-power/2013WomenMoneyPower/registration.htm ] for what we know will be an exciting and informative event! Space is filling up fast and we don’t want you to miss out.
For Equality,
Dolores Huerta Eleanor Smeal Dolores Huerta Eleanor Smeal President President Dolores Huerta Foundation Feminist Majority
You have received this e-mail because of your interest in women’s issues. To unsubscribe, please go to: http://www.feministmajority.org/email/unsubscribeallc4.asp [ http://salsa.wiredforchange.com/o/1269/p/salsa/supporter/unsubscribe/public/index.sjs?unsubscribe_page_KEY=391 ]
“1600 Wilson Boulevard, Suite 801, Arlington, VA, 22209 |<PHONE_NUMBER> | webmaster@feminist.org”


The Band
Tour Dates
Music
Merchandise
PLEASE PLEASE ME (1963)
WITH THE BEATLES (1963)
A HARD DAY's NIGHT (1964)
BEATLES FOR SALE (1964)
HELP! (1964)
RUBBER SOUL (1965)
REVOLVER (1966)
SGT. PEPPER'S LONELY HEARTS CLUB BAND (1967)
MAGICAL MYSTERY TOUR (1967)
THE BEATLES (1968)
YELLOW SUBMARINE (1969)
ABBEY ROAD (1969)
LET IT BE (1970)


Please type a poem and hit SUBMIT. It will be evaluated by an editorial algorithm.
In the perfect poem, the emotions flip back and forth, + to -, sentence to sentence (
alternating current, high
voltage). Put more bluntly, MAXIMIZE THE EMOTIONAL OSCILLATION SCORE.


Definition
Design
Development
Support and Iterations
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Definition
Design
Development
Support and Iterations


Security
Endorsed by James A. Davis and 1 other who is highly skilled at this
Endorsed by 17 of Adrian’s colleagues at Barclays
Unix
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Endorsed by 25 of Adrian’s colleagues at Barclays
Solaris
Endorsed by Mark Hurst, who is highly skilled at this
Endorsed by 12 of Adrian’s colleagues at Barclays
CISSP
Information Security Management
Network Security
Disaster Recovery
Technical Support
Software Development
Solution Architecture
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Information Security
Infrastructure
Automation
Enterprise Architecture
Identity Management
Service Delivery
Business Continuity
High Availability
Cluster
IT Audit
AIX
Operating Systems
Linux
Perl
WebSphere Application Server
Websphere
Unix Shell Scripting
TCP/IP protocols
Networking
PKI
Connect Direct
SSH
HP-UX
SSL
Cryptography
Digital Certificates
Security Architecture Design
Public Key Cryptography
OpenSSL
TCL
bladelogic
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Splunk
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Please send any questions/issues to info@plexflixisnotreal.com


{% extends "base.html" %} {% block lcrContent %}
Add New Retail Customer:
Use the following form to define a new Retail Customer.


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Hello!
November 28th, 2016 New York, USA
We invited you to celebrate our wedding
Joefrey Mahusay
Far far away, behind the word mountains, far from the countries Vokalia and Consonantia, there live the blind texts. Separated they live in Bookmarksgrove
Sheila Mahusay
Far far away, behind the word mountains, far from the countries Vokalia and Consonantia, there live the blind texts. Separated they live in Bookmarksgrove
Get In Touch
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| Interface | Description |
|---|---|
| IBitmapTweenConfig |
Settings for
IBitmapTweenRenderer . |
| IBitmapTweenRenderer |
Animated transition between two textures, using a third (grayscale) textures to control the shape of the transition.
|
| ICrossFadeConfig |
Settings for
ICrossFadeRenderer . |
| ICrossFadeRenderer |
Animated transition between two textures, where each pixel gradually changes from the start textures to the
end textures.
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| IImageModule |
Module for images and rendering.
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| INinePatch |
Represents a group of textures, forming a nine patch.
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Renders a
INinePatch . |
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Wrapper object for screenshot operations.
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A buffer for pending screenshots.
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Renderable image data.
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Raw pixel data which may be turned into a
ITexture for rendering. |
| ITextureRenderer |
Renders a
ITexture . |
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Mutable
IScreenshot . |
| Class | Description |
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| Color |
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| INinePatch.AreaId |
Named regions of the 9-patch.
|


THE VISIT ---------
Alex Waters (Hill Harper, "He Got Game") is in prison for 25 years for a rape he swears he didn't commit. As members of his estranged family visit him, he dreams of each relationship in a musical interlude. He also dreams of travelling on the trains which pass by the prison walls, gradually opens up to prison psychiatrist Dr. Coles (Phylicia Rashad, TV's "The Cosby Show"), and prepares for his first meeting with the parole board. As if Alex didn't have enough to cope with, he also must face AIDS in "The Visit."
LAURA:
Adapted from Kosmond Russell's stage play by director Jordan Walker-Pearlman, "The Visit" is actually a series of visits, beginning with Alex's older brother Tony (Obba Babatunde, "Life") whom he hasn't seen in ten months. Alex demands that Tony get their parents to visit him and admonishes him for not bringing his family (although later their Dad turns the tables on Alex, when he's not able to name is niece and nephew). Alex dreams of disco dancing with Tony is his cell.
Next, Henry and Lois Waters (Billy Dee Williams, "Lady Sings the Blues" and Marla Gibbs of TV's "The Jeffersons") appear, both nervously twisting their wedding rings as they await Alex. Father and son clearly have serious issues, the stern Henry disapproving of Alex's lifestyle even before he was jailed. Motherlove is strong though and Alex dreams of dancing with his mother to "For All We Know."
Meetings with Dr. Cole are intriguing as the psychiatrist pushes Alex to confront himself. Rashad makes some interesting acting choices, putting a real spin on the tough-as-nails, but ultimately supportive doctor. Harper, as Alex, frequently recalls Denzel Washington's demeanor and delivery.
The film's strongest scene, however, comes when Alex's childhood friend Felicia (Rae Dawn Chong, "Commando") comes to visit, apologizing for not having spoken to him in twenty years. As a child, Alex witnessed the sexual abuse Felicia suffered at the hands of her father and her guilt made her unable to face Alex anymore. Now a born again Christian, Felicia begins to push many of Alex's buttons, challenging and angering him, before finally presenting her deep empathy with his past - she was a crack addict who sunk even lower than he, selling herself to support her habit and bearing a severely handicapped child. These three broken people form a family, inspiring all around them. Rae Dawn Chong delivers a powerhouse performance here that should garner strong Best Supporting Actress consideration.
Alex's parole board (Talia Shire, David Clennon, Glynn Turman, Efrain Figueroa and Amy Stiller) functions almost as a Greek chorus, asking Alex searching questions and debating the merits of Dr. Cole's recommendation behind closed doors.
"The Visit" features tight shots which frequently fade to black after snippets of conversation and jump cuts which make the film feel self-consciencely stylish. Lighting is anything but natural (as is evidenced when Alex refolds a positively glowing piece of tissue) and sound editting is a bit ragged. Some of the fantasy sequences play like a Hallmark Hall of Fame production, as does the overly sentimental ending. Yet the story works strongly when it does, aided by the terrific performances from Rae Dawn Chong and Phylicia Rashad.
C+
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[1]
the bar and reception areas by design apparently to drive consumption.
[2]
with the bar and reception areas by design apparently to drive consumption.


Harry Potter Films
In 1998, Rowling sold the film rights of the first four Harry Potter books to Warner Bros. for a reported £1 million ($1,982,900). Rowling demanded the principal cast be kept strictly British, nonetheless allowing for the inclusion of Irish actors such as the late Richard Harris as Dumbledore, and for casting of French and Eastern European actors in Harry Potter and the Goblet of Fire, where characters from the book are specified as such. After many directors including Steven Spielberg, Terry Gilliam, Jonathan Demme, and Alan Parker were considered, Chris Columbus was appointed on 28 March 2000 as the director for Harry Potter and the Philosopher's Stone, (titled "Harry Potter and the Sorcerer's Stone", in the United States), with Warner Bros. citing his work on other family films such as Home Alone, and Mrs. Doubtfire , and proven experience with directing children as influences for their decision.
After extensive casting, filming began in October 2000 at Leavesden Film Studios and in London itself, with production ending in July 2001. Philosopher's Stone , was released on 14 November 2001. Just three days after the film's release, production for Harry Potter and the Chamber of Secrets, also directed by Columbus, began. Filming was completed in summer 2002, with the film being released on 15 November 2002. Daniel Radcliffe portrayed Harry Potter, doing so for all succeeding films in the franchise.
Columbus declined to direct Harry Potter and the Prisoner of Azkaban,, only acting as producer. Mexican director Alfonso Cuarón took over the job, and after shooting in 2003, the film was released on 4 June 2004. Due to the fourth film beginning its production before the third's release, Mike Newell was chosen as the director for Harry Potter and the Goblet of Fire,, released on 18 November 2005. Newell became the first British director of the series, with television director David Yates following suit after he was chosen to helm Harry Potter and the Order of the Phoenix,. Production began in January 2006 and the film was released the following year in July 2007. After executives were "really delighted" with his work on the film, Yates was selected to direct Harry Potter and the Half-Blood Prince,, which was released on 15 July 2009.
In March 2008, Warner Bros. President and COO Alan F. Horn announced that the final instalment in the series, Harry Potter and the Deathly Hallows, would be released in two cinematic parts: Part 1 on 19 November 2010 and Part 2 on 15 July 2011. Production of both parts started in February 2009, with the final day of principal photography taking place on 12 June 2010.
Rowling had creative control on the film series, observing the filmmaking process of Philosopher's Stone and serving as producer on the two-part Deathly Hallows, alongside David Heyman and David Barron. The Harry Potter films have been top-rank box office hits, with all eight releases on the list of highest-grossing films worldwide. Philosopher's Stone was the highest-grossing Harry Potter film up until the release of the final instalment of the series, Deathly Hallows, while Prisoner of Azkaban grossed the least. As well as being a financial success, the film series has also been a success among film critics.
Opinions of the films are generally divided among fans, with one group preferring the more faithful approach of the first two films, and another group preferring the more stylised character-driven approach of the later films. Rowling has been constantly supportive of all the films and evaluated Deathly Hallows as her "favourite one" in the series. She wrote on her website of the changes in the book-to-film transition, "It is simply impossible to incorporate every one of my storylines into a film that has to be kept under four hours long. Obviously films have restrictions novels do not have, constraints of time and budget; I can create dazzling effects relying on nothing but the interaction of my own and my readers' imaginations".
At the 64th British Academy Film Awards in February 2011, Rowling was joined by producers David Heyman and David Barron along with directors David Yates, Alfonso Cuarón and Mike Newell in collecting the Michael Balcon Award for Outstanding British Contribution to Cinema on behalf of all the films in the series. Actors Rupert Grint and Emma Watson, who play main characters Ron Weasley and Hermione Granger, were also in attendance.


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The button add-on provides well-designed buttons with a single line in your CSS.
The mixin supports a style parameter and an optional color argument. The available button styles are:
simple
(default)
shiny
pill
The mixin can be called with no arguments, which will render a blue button with the simple
style.
Create beautiful buttons by defining a style and color argument; using a single color, the mixin calculates the gradient, borders, box shadow, text shadow and text color of the button. The mixin will change the text to be light when on a dark background, and dark when on a light background.
{% highlight scss %} button { @include button(shiny, #ff0000); } {% endhighlight %}


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Differences between relative, absolute, and fixed positioning?


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The pedestrian tracker includes a sample video that demonstrates the pedestrian tracker for three different detection modes. If your environment has all the required dependencies, you should be able to run the following demonstration modes.
This method used an accumulated image to generate an inferred background. While this technique is more resilient to changes in lighting, objects that remain stationary are lost during tracking. If no command line arguments are given, this is the default usage.:
python pedestrian_tracking.py
This method requires a static background image and is not suitable for changing lighting conditions. To use this method, you must provide a background image using -b in the command line arguments. You can pull this directly from your video using the background_browser module.
python pedestrian_tracking.py -m "ext" -b demo_0.png
This method uses a more robust background inference technique and provides the best when Fixed Background Subtraction is not suitable.:
python pedestrian_tracking.py -m "mog"
| -v video | A video file to generate pedestrian trails. This code is optimised for MJPEG videos in an AVI container or MOV. |
| -b image | A background image (matching the size of the video) that must be provided if using Fixed Background Subtraction. |
| -m mode | Set the background substraction mode. Use acc for basic motion detection, ext for fixed background subtraction, and mog for mixture of gaussians background subtraction. |
Upon completion, the python code will write all of the pedestrian traces to a CSV file. The file will be named after the video and saved in the results folder. The code will also generate a .log file describing the parameters used to generate the pedestrian trails and a .png file showing the raw output of the pedestrian trails.
 Ensure your video is suitable for pedestrian tracking with our Guidelines for Pedestrian Tracking Video and customise the tracking parameters for your video in Optimising the Pedestrian Tracker for Your Videos.


This block symbolises boolean variables. It is used as a value compare operator, in the "IF" and "IF NULL" of the otherfunction and can be used directly with 'AND'-block or 'OR'-block .
The value of an boolean variable is true or false. Symbolized as in the picture to the right.
The default value of this variable is 1.
As you see in the picture on the right, this block has an included dropdown field, where you can change the value.


Solstice is my multiplatform physically-based renderer, written in C++. The objective of this project is for self-teaching goals, given my interest in ray tracing techniques.
The renderer is self-contained on GitHub and all dependencies are part of the source.
embree for accelerated ray-intersection queries. There is also a self-authored BVH but the performance does not compete with that of embree and will be temporarily phased out as I will be focussing more on developing light transport related algorithms rather than ray-acceleration.
TBB is used for tile-based parallel rendering.
Ingo Wald’s PBRTParser is used to parse PBRT scenes. For now, only the geometry, materials and lights are used from these files. Other settings are set in a JSON file.
On a recent branch I have started moving to a data-driven approach, which simplifies memory management, extensibility and porting to the GPU. This decision was spurred by my extensive work with GPUs this past year. With OptiX 7.0 now out and Ingo’s OptiX course published on GitHub, the world is my oyster when it comes to GPU ray tracing!
Suggested material for such an approach is Richard Fabian’s Data Oriented Design Pramming book, the MoonRay architecture paper and Mike Acton’s wonderful rant on DoD at CppCon.
Current features
Shapes
- Triangles
- Spheres (in progress in feature/SphereAreaLights branch)
Mesh import:
- OBJ (deprecated due to PBRT)
- PBRT
Cameras:
Integrators:
- Kajiya-style path tracing, with no explicit light sampling
- Path Tracing with Next Event Estimation
Samplers:
- Random Sampler
- Stratified Sampler
Acceleration structure:
- Naive BVH
- embree-based BVH
Materials
Future work
The renderer is an educational project and a constant work in progress. Although efforts are made to keep the code well commented and clean, there are sections where unfortunately the code is not aesthetically pleasing.
The current feature I’m looking to implement is Multiple Importance Sampling for NEE. Although a simple idea, I’m taking my time with the Veach thesis so it will be a while before I get to coding this up especially with many holidays coming(this was written as of July 2019). Having said that, I will be writing up a post on the matter for those that are not mathematically inclided to lower the bar of entry for this feature. I hope to write and release the post by mid-September 2019.
Once I’m done with MIS, I feel like the next 3 things I should implement are Bidirectional Path Tracing, Metropolis Light Transport and Photon Mapping. These 3 beasts will probably take me ages, but I’m optimistic and hope to be done by October. I ping-pong from project to project, from my real-time engine to this so we’ll see what happens.
The 2 things I really want to implement are a fur shader and a lot of sampling methods, like Eric Heitz’s recent Blue Noise Sampling paper, Pixar’s recent Progressive Multijittered Sequences, Matt Pharr’s work on that, Alex Keller’s seminal work on QMC sampling (beware of patents on this), so I might divert onto these.
Images
Here’s some images from what I’ve rendered so far, more images are incoming when I start implementing the cooler stuff.
The following render is of the Stanford Bunny inside the Cornell Box. If you look closely at the light it looks weird - that’s because I was also allowing the light to light from the back. A bug from the olden days i.e. June 2018
The following render is of the Sibenik Cathedral, lit only by the environment light visible from the windows. The white pixels were caused by PDF values that were 0, still in my learning phase here.


Jean-Philippe ZIMMER - IUT Dijon-Auxerre
Interesting conference - Auxerre - 22/11/2012
Landslide can generate a slideshow using slides simple to write. The basic version uses the google slide model.
This version use the model of Lea Verou's CSSS presentation.
Landslide needs the python language with the following modules jinja2, markdown and pygments to work.
With debian and ubuntu, the installation is performed with apt-get install landslide
. Nevertheless, the
version of the application contained in the landslide repositories does not contain the latest enhancements.
To have access to these improvements, you must follow the installation procedure as shown on the main page
the deposit GitHub.
landslide leaverou_en.cfg
,In order to make a presentation application that could replace conventional applications such as MS PowerPoint or Impress OO I looked for presentations that can be viewable by a browser.
I found this presentation (and also others availables) based on HTML5/CSS3. This presentation is quite simple to use for someone who knows a little coding to HTML. However, for a novice or a person reluctant to programming, I looked for a better solution to compose the presentation slides.
After various tests and research, I happily test the landslide application. This is actually the application that I needed to complete my project.
The rest is a bit of coding and adaptation to present a simple, easy to use application and to think about some improvements.
surlined
. To highlight the code you need to insert 4 spaces or 1 tab at the beginning of the line.
You can also insert !Thelanguage before the first line of code.
First coding block (!python):
1 while True:
2 print "Everything's gonna be allright"
Second coding block (!php):
1 <?php exec('python render.py --help'); ?>
A hyperlink is easily done by placing the link text in brackets ([ et ]) followed by the URL address between brackets () .
For example:
[MySafeKey helps you to secure your PC](http://www.mysafekey.org) gives :
MySafeKey helps you to secure your PC.
By following this principle and preceding by a !, we can also easily insert an image :
For example : ![MySafeKey ](././img/logomysafekey3.png) gives :
Making lists is very simple: they use marks - ,+ ou * . For example :
- Item 1
- Item 2
- Sub item 2.1 (4 space characters to the left of the mark)
- Sub sub item 2.1.1 (8 space characters to the left of the mark)
- Item 3 (back to the start of the line)
gives :
Items appear one after the other:
Markdown extensions are very powerful and interesting. You can see the extensions list of Markdown with Python.
Extensions can be used with Landslide with the option -x.
It allows, with its syntax, to add different attributes to HTML elements. For example :
This is a paragraph.
{: #one_id .one_class }
gives

This is a paragraph.

It is through this option that the CSSS class called "delayed" presents in the previous slide or the class "allocation" of the title page of presentation are used.
Many other extensions are possible, you can refer to the page mentioned above.


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Bristol City's top 5 most valuable players on Football Manager 2020
The manager simulation game is back and more addictive than ever
by James Bishop, Max BakerEvery football fan's most addictive game is back.
Football Manager is the perfect way for fans to immerse themselves into the world of football and take the reigns at their favourite club.
Bristol City look promising this year and you could be the one to take them all the way to the Premier League.
City have some high value players in their squad, according to Football Manager, but it's up to you whether you cash in or try and keep them at Ashton Gate.
Here are the top five most valuable players at City on the game this year.
1. Tomas Kalas- £8m
The man mountain at the back comes up first. Your defence will fare well with the former Chelsea man in the side and it shows with his stats, as his strength, pace and tackling are all rated at least 14/20.
The Robins defender was on top form in his last match against Cardiff and could replicate that form in the game. Keeping Kalas happy in your team should be a priority.
2. Adam Nagy- £7.25m
The Hungarian international has only just returned to action so Robins fans have yet to see the best of Nagy.
If Football Manager's valuation is anything to go by, the form shown in his three games is set to continue. He will be a good choice should you decide to keep him in your midfield as his high stats for composure and anticipation will benefit the whole squad.
3. Daniel Bentley- £6.25m
City’s number one is highly rated by Football Manager and will be key to your plans to keep out the best the Championship has to offer, as he is for Lee Johnson right now.
With four clean sheets so far this season Bentley has been an integral part in the Robins' good form, and with top stats for aerial reach and reflexes he will only mirror that when you take charge.
4. Josh Brownhill- £6m
It’ll be no surprise that the skipper is on this list, especially given his start to the season. In his 16 games from midfield Brownhill has contributed three goals and an assist, and you can expect more of the same on the game as his stats for set pieces and work rate are all very good.
However, the 23-year-old is wanted by Swansea on the game so tie him down to a new contract if you want him to stay.
5. Jay Dasilva- £6m
The young left-back has been out for most of the season with a fractured tibia which will affect you in the beginning of your managerial reign.
However, Dasilva props up the list due to his age, his potential and his lightning pace, which is rated as high as 16/20.
If you chose to keep hold of him, Dasilva will be a key cog in that system when he regains fitness.
Get lots more news, opinion and transfer updates on our Bristol City FC page and add a bookmark to find it quickly next time.


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--- layout: default title: --- An informal gathering of software developers in Stowe, Vermont. Next Meeting We're taking a break until this fall. Enjoy your summer.


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